A2(2 is exponent) +7a3 - 4a2 - a + 11a3 <br> How? *pic is inserted*

If the public debt of the United States in 2004 was $7,379,052,696,330.32 and the budget deficit in 2005 was $553,656,965,393.18

slava [35]

Since there is a shortage in the budget in 2005 by 553,656,965,393.18, the total debt that of the United States in 2005 will be the public debt by 2004 added with this deficit in the budget. Having said that, the public debt by 2004 should be equal to,
$ 7.9327 x 10^12

3 0

2 years ago

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Please help will give brainliest 7

labwork [276]

Answer:

Step-by-step explanation:

You are now a teacher, and you notice that many of your students are consistently making the dividing-out mistake that appears below. Some of the students even admit to knowing the method was wrong as soon as you point it out.

Create a visual to help your students stop making this common mistake: fraction numerator up diagonal strike x squared plus 3 x − 4 over denominator up diagonal strike x squared − 2 x − 8 end fraction .

Your lesson should do the following:

Explain why the dividing-out method is incorrect. You may want to start with a simpler expression and work your way up to polynomials. (For example, compare fraction numerator 3 left parenthesis 5 right parenthesis over denominator 3 end fraction and fraction numerator 3 plus 5 over denominator 3 end fraction.)

Explain when you can cancel a number that is in both the numerator and denominator and when you cannot cancel out numbers that appear in both the numerator and the denominator.

Share tricks, reminders, memory devices, or other methods to help students catch themselves before making this common mistake.

Post your video or series of images. Post answers to the following questions:

A. Why do you think the mistake shown here is such a common one?

B. Have you ever made this mistake before? What helped you stop making this mistake? What will help you stop making this mistake in the future?

Read and comment on the explanations of other student “teachers.”

A. Comment on ideas that helped you better understand or tricks to help you catch yourself before making the dividing-out mistake.

B. Ask a question to help a student improve his or her explanation or make it more thorough.

Respond to replies to your post.

Be sure to check back regularly to participate in the discussion with your fellow students and teacher.

P.S. I can not see pictures or videos that are posted on here, so if you could write everything out it would be kindly appreciated. :)

4 0

2 years ago

A carpenter wants to cut a board 16 1/2 feet in length into 1 7/8 feet pieces. How many pieces can be cut from the board? The ca

yawa3891 [41]

<h3>Answer:</h3>

8 pieces
3/8 foot

<h3>Explanation:</h3>

a) Let n represent the number of 1 7/8 ft pieces. Then we have ...

... 16 1/2 ft = n × (1 7/8 ft)

We can find n by dividing this equation by 1 7/8.

... (16 1/2)/(1 7/8) = n = (132/8)/(15/8) = 132/15

... n = 8 12/15 = 8 4/5

The integer number of pieces that can be cut is 8 pieces.

b) The length of the left-over piece is 4/5 of the full length of a piece, so is ...

... (4/5) × (15/8 ft) = 12/8 ft

We want to divide this into 4 equal lengths, so each of those lengths will be 1/4 of the length of the left-over:

... (1/4) × (12/8 ft) = 3/8 ft

_____

<em>Comment on arithmetic with fractions</em>

This problem is easier if you <em>convert the mixed numbers to improper fractions</em>. This is done by expressing the integer as a number of fractional parts, then adding the fraction part of the mixed number:

... a + b/c = (a×c/c) + b/c = (ac +b)/c

Division with fractions is taught a couple of different ways. One way you can do it is to "invert and multiply". That is, you multiply the numerator fraction by the reciprocal of the denominator fraction:

... (a/b)/(c/d) = (a/b)×(d/c)

Another way you can do the division is to express each of the numerator and denominator fractions over the same denominator. Then the quotient is the ratio of numerators.

... (a/c)/(b/c) = a/b

This is the method we used here. Effectively, we converted 16 1/2 to 16 4/8 then to (16×8 +4)/8 = 132/8. Then the numerator and denominator fractions both had denominators of 8, so (132/8)/(15/8) = 132/15. This fraction can be reduced by removing a factor of 3 from numerator and denominator to give ...

... 132/15 = 44/5 = 8 4/5

7 0

2 years ago

Find the standard form of the equation of the parabola with a focus at (0, -2) and a directrix at y = 2.

anyanavicka [17]

Hello,
The parabola having like focus (0,p/2) and as directrix y=-p/2 has as equation x²=2py

Here -p/2=2==>p=-4

x²=-8y is the equation.

5 0

2 years ago

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(Z-6) divided by 3 for z= 15.9

scoray [572]

Simply plug in $\sf{z=15.9}$ into $\sf{\frac{z-6}{3}}$

So:

$\sf{\frac{15.9-6}{3}}$

Simplify that more:

$\sf{\frac{9.9}{3}}$

And that finally becomes

$\sf{3.3}$

So when $\sf{z=15.9}$ the answer will be $\boxed{\sf{3.3}}$

4 0

3 years ago

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A2(2 is exponent) +7a3 - 4a2 - a + 11a3 How? *pic is inserted*

A2(2 is exponent) +7a3 - 4a2 - a + 11a3 How? pic is inserted